Searching for "virtual reality library"

Our library is gearing up to create a virtual reality demonstration station using either VTC Hive or Oculus Rift. We want to make sure that we at least a small suite of educational VR products.

If your library runs a VR workstation, could you share one or two educational titles that you’re especially happy with? We are planning on getting Mission:ISS, a simulation of the International Space Station.

p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.

Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.

When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.

For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.

For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.

For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.

p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.

p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.

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Getting Real in the Library: A Case Study at the University of Florida

As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.

The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.

To assess the HoloLens’ potential for delivering AR assembly instructions, the cross-platform Unity 3D game engine was used to build a proof of concept application. Features focused upon when building the prototype were: user interfaces, dynamic 3D assembly instructions, and spatially registered content placement. The research showed that while the HoloLens is a promising system, there are still areas that require improvement, such as tracking accuracy, before the device is ready for deployment in a factory assembly setting.

We use Microsoft HoloLens device to augment the user’s experience in the real library and to provide a rich set of affordances for embodied and social interactions.We describe a mixed reality based system, a prototype mixed library, that provides a variety of affordances to support embodied interactions and improve the user experience.

Computer science as an engineering discipline has been spectacularly successful. Yet it is also a philosophical enterprise in the way it represents the world and creates and manipulates models of reality, people, and action. In this book, Paul Dourish addresses the philosophical bases of human-computer interaction. He looks at how what he calls “embodied interaction”—an approach to interacting with software systems that emphasizes skilled, engaged practice rather than disembodied rationality—reflects the phenomenological approaches of Martin Heidegger, Ludwig Wittgenstein, and other twentieth-century philosophers. The phenomenological tradition emphasizes the primacy of natural practice over abstract cognition in everyday activity. Dourish shows how this perspective can shed light on the foundational underpinnings of current research on embodied interaction. He looks in particular at how tangible and social approaches to interaction are related, how they can be used to analyze and understand embodied interaction, and how they could affect the design of future interactive systems.

HoloMuse, an AR application for the HoloLens wearable device, which allows users to actively engage with archaeological artifacts from a museum collection

pick up, rotate, scale, and alter a hologram of an original archeological artifact using in-air gestures. Users can also curate their own exhibit or customize an existing one by selecting artifacts from a virtual gallery and placing them within the physical world so that they are viewable only using the device. We intend to study the impact of HoloMuse on learning and engagement with college-level art history and archeology students.

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On behalf of the 2018 LITA Library Technology Forum Committee, I am pleased to notify you that your proposal, “Virtual Reality (VR) and Augmented Reality (AR) for Library Orientation: A Scalable Approach to Implementing VR/AR/MR in Education”, has been accepted for presentation at the 2018 LITA Library Technology Forum in Minneapolis, Minnesota (November 8-10).
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Mark Gill and Plamen Miltenoff will participate in a round table discussion Friday. November 9, 3:30PM at Haytt Regency, Minneapolis, MN. We will stream live on Facebook: https://www.facebook.com/InforMediaServices/

U of MN has a person, whose entire job is to read and negotiate contracts with vendors. No resources, not comfortable to negotiate contracts and vendors use this.

If you can’t open it, you don’t own it. if it is not ours… we don’t get what we don’t ask for.

libraries are now developing plenty, but if something is brought in, so stop analytics over people. Google Analytics collects data, which is very valuable for students. bring coherent rink of services around students and show money saving. it is not possible to make a number of copyright savings. collecting such data must be in the library, not outside. Data that is collected, will be put to use. Data that is collected, will be put to uses that challenge library values. Data puts people at risk. anonymized data is not anonymous. rethink our relationship to data. data sensitivity is contextual.

stop requiring MLSs for a lot of position. not PhDs in English, but people with specific skills.

perspective taking does not help you understand what others want. connection to tech. user testing – personas (imagining one’s perspective). we need to ask, better employ the people we want to understand. in regard of this, our profession is worse then other professions.

Data Preparation. all data is standard, consistent. divorce package for vendors (preparing data to be exported (~10K). the less to migrate, the better, so prioritize chunks of data (clean up the data)

Data. overwhelming for the non-tech services. so a story is welcome. Design and Admin background, not librarian background, big picture, being not a librarian helps not stuck with the manusha (particular records)

teams and committees – how to compile a great team. who makes the decision. ORCHID integration. Blog or OneNote place to share information. touch base with everyone before they come to the meeting. the preplanning makes large meetings more productive.

Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: pmiltenoff@stcloudstate.edu Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?

Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.

Nicole will be touch with you shortly with additional details and a speaker’s agreement.

Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.

His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).

The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning

Abstract/Summary of Your Proposed Session

The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.

Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.

In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

Abstract

The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (http://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…

chat – slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required

pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…

pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name

Dr. Steve Albrecht, author of Library Security: Better Communication, Safer Facilities, manages a training, coaching, and management consulting firm, using a dedicated and experienced team of subcontractor specialists. He is internationally known for his consulting and training work in workplace violence prevention training programs, school violence prevention, and high-risk human resources. Dr. Albrecht provides HR consulting, site security assessments, coaching, and training workshops in supervisory improvement, workplace violence prevention, harassment prevention, drug and alcohol awareness, team building, and more. He holds a B.A. in English, B.S. in Psychology, M.A. in Security Management, and a doctoral degree in Business Administration (D.B.A.). He has been a trainer for over 26 years and is a certified Professional in Human Resources (PHR), a Certified Protection Professional (CPP), a Board Certified Coach (BCC), and a Certified Threat Manager (CTM).

Session Description: Libraries don’t always need to hire a consultant to review the level of facility security. Using a structured assessment process, librarians can create a report that will help to make their building, staff, and patrons safer.

6 Ways to Feed Innovation in Your Library

1) Play “Hopscotch” on Campus

a 360-degree projection space, getting ready to open a virtual reality studio with “room-scale” VR sporting Oculus Rift and Vive gear, the idea of the “graduate students’ commons,” with access limited to those students as well as faculty

2) Sometimes Innovation Just Comes Knocking

3) Hire People With New Ideas

Rather than innovation being directed from the top down, it bubbles from the bottom up.

4) Plan on “Making” Your Own Resources

5) Make Tech as Accessible as Possible

Another intention is to bring different disciplines together in the hopes of sparking new ideas.

The Library in the Life of the User. Engaging with People Where They Live and Learn

The roles of librarians change with changes in user needs and demands and the technology employed. A survey conducted for Research Libraries UK found skill gaps in nine key areas in which subject librarians could be supporting researchers’ needs. Even though many librarians may want to hire new staff with these skills, a survey found that the reality for most will be training existing staff.

Definitions of library services will change. We need to grow the ways users can engage with whatever they value from libraries, whether papyrus rolls, maker spaces or data management instruction.

p. 19

What is the Unique Selling Point (USP) of libraries vis-à-vis other information service providers?

p. 21

Librarians should measure the effectiveness of services based on the users’ perceptions of success. Librarians also should move beyond surveys of how library space is being used and should conduct structured observations and interviews with the people using the space. It is not enough to know that the various spaces, whether physical or virtual, are busy. Librarians need to understand when and how the spaces are being used.

p. 33 What is Enough? Satisficing Information Needs

Role theory explains that: “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics” (Abercrombie et al., 1994, p. 360).

Rational choice theory is based on the premise that complex social behavior can be understood in terms of elementary individual actions because individual action is the elementary unit of social life. Rational choice theory posits that individuals choose or prefer what is best to achieve their objectives or pursue their interests, acting in their self-interest (Green, 2002). Stated another way, “When faced with several courses of action, people usually do what they believe is likely to have the best overall outcome” (Scott, 2000).

When individuals satisfice, they compare the benefits of obtaining “more information” against the additional cost and effort of continuing to search (Schmid, 2004)

p. 38
This paper examines the theoretical concepts—role theory, rational choice, and satisficing—by attempting to explain the parameters within which users navigate the complex information-rich environment and determine what and how much information will meet their needs.

p. 39

The information-seeking and -searching research that explicitly addresses the topic of “what is good enough” is scant, though several studies make oblique references to the stopping stage, or to the shifting of directions for want of adequate information. Kraft and Lee (1979, p. 50) propose three stopping rules:
1. The satiation rule, “where the scan is terminated only when the user becomes satiated by finding all the desired number of relevant documents”;
2. The disgust rule, which “allows the scan to be terminated only when the user becomes disgusted by having to examine too many irrelevant documents”; and
3. The combination rule, “which allows the user to be seen as stopping the scan if he/she is satiated by finding the desired number of relevant documents or disgusted by having to examine too many irrelevant documents, whichever comes first.”

p. 42

Ellis characterizes six different types of information activities: starting, chaining, browsing, differentiating, monitoring and extracting. He emphasizes the information- seeking activities, rather than the nature of the problems or criteria used for determining when to stop the information search process. In a subsequent article, Ellis (1997) observes that even in the final stages of writing, individuals may continue the search for information in an attempt to answer unresolved questions or to look for new literature.

Rushkoff (1996) described the non-linearity of the thinking patterns of those he terms “children of chaos,” coining the term “screenagers” to describe those who grew up surrounded by television and computers (p. 3).

p. 85

Rational choice theory describes a purposive action whereby individuals judge the costs and benefits of achieving a desired goal (Allingham 1999; Cook and Levi 1990; Coleman and Fararo 1992). Humans, as rational actors, are capable of recognizing and desiring a certain outcome, and of taking action to achieve it. This suggests that information seekers rationally evaluate the benefits of information’s usefulness and credibility, versus the costs in time and effort to find and access it.

Role theory offers a person-in-context framework within the information-seeking situation which situates behaviors in the context of a social system (Mead 1934; Marks 1996). Abercrombie, et al. (1994, p. 360) state, “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics.” Thus the roles of information-seekers in the academic environment influence the expectations for performance and outcomes. For example, faculty would be expected to look for information differently than undergraduate students. Faculty members are considered researchers and experts in their disciplines, while undergraduate students are novices and protégés, roles that place them differently within the organizational structure of the academy (Blumer, 2004; Biddle, 1979; Mead, 1934; Marks, 1996; Marks, 1977).

W5: Want Media Coverage? Add Press Room to Your Website

Library marketers crave media attention and coverage, but most don’t know how to get it. The first step is having a Press Room as part of your library’s website. This workshop, led by a member of the media who’s also a library marketing expert, shows you how to build a Press Room that works. It includes how your library benefits from having an online Press Room, even if you don’t have a marketing department; where it belongs in your website hierarchy; what content members of the press expect to find there; SEO basics and PR tactics to lead reporters to your online Press Room; why building relationships with the media is vital; how press coverage affects your library’s usage, funding, brand recognition, and position in the community. Help ensure positive coverage by adding this strategic tool to your website.

W8: Video: Hands-On Learning & Practice

In this half-day workshop, a former advertising executive and trainer of strategic storytelling in marketing shares secrets on how to create video that has an impact on your community. Join her to shoot, edit, and polish a video while gathering tips, techniques, and strategies to create your own video-a medium which grabs communities in exciting new ways!

W10: Implementing an Internet of Things Infrastructure & Apps

9:00 a.m. – 12:00 p.m.

May Chang, Assistant Director, LibraryTechnology, East Carolina University

The Internet of Things (IoT) is becoming widespread in academia as well as industry. It refers to connecting smart objects with built-in unique identifiers and sensors to communicate with each other autonomously. This enables actionable insights and ultimately makes the environment around us smarter. This workshop looks at how libraries can incorporate the IoT and reviews different aspects of developing an IoT infrastructure and creating your own application. It is based on four layers of IoT application architecture: the physical layer, the communications layer, application and services layer, and data analytics. Speakers discuss the potentials and challenges of IoT applications, including the footprint of IoT applications, i.e., a high volume of sensory data, the tools and methods for data analytics. As a case study, they focus on location-aware applications using iBeacons and smartphone sensors to show how all the IoT elements work together. Gain a better understanding of the usefulness of IoT in libraries, learn the main elements and underlying technologies of IoT applications, and understand the difference between a wide range of IoT devices, protocols and technologies to choose the right ones for your IoT application. Get budget and resource estimates and more. Come with a basic understanding of JavaScript/ HTML5/ CSS and your laptop for hands-on development practice. An instruction document will be provided for the attendees to prepare their system before the workshop.

W15: Tech Trends for Libraries in 2017 & Beyond

Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.

While patrons have embraced using online technology to access their public library, most of these interactions are limited to borrowing transactions. If libraries are to be truly relevant in the digital world, we need to nudge patrons out of the well-worn pattern of log-in/transact /log-out and find ways to get them to linger long enough to discover the richness the library has to offer beyond borrowing items, while offering them opportunities to add their own voice to the library’s online community. This workshop explores design patterns and techniques for introducing content to patrons at appropriate moments in their learned workflows. It considers how to encourage patrons to add their voice to the library community and overcome concerns about privacy and security. It shares research and experience from BiblioCommons and Hennepin County Public Library’s efforts and looks at analogs from other domains. Workshop participants will be asked to participate actively in a hands-on session to solve a specific design challenge in teams.

My note: Ha. Even the public library understands that service goes beyond “borrowing items” and must have “patrons to add their voice.” Only in the academic library, prevails the opinion that librarians are those omnipotent and all-knowing lecturing types.

Join three web experts to learn about tips, tools, and techniques for taking the pain out of website redesigns. Haugh provides advice on the visual design of your next site and shows some examples of library web redesigns. Degler takes a look at why many libraries are using popular, free, CSS-based frameworks such as Bootstrap; explains how the grid layout works; and shows how the built-in responsive design layouts can deliver a site that works on desktop, smartphones, and tablets.Often the biggest challenge in redesign isn’t the visual design, content management system or coding. It’s the people and politics. Everyone thinks they know what the library website should look like, but no two people—let alone groups—can ever agree. How do you move ahead with a library redesign when you’re facing conflicting demands from the administration, co-workers, users, and stakeholders? Mitchell tackles this challenge head on and points out the weapons that we have at hand—from data to documentation; and discusses how to wield those weapons effectively to win (almost) any fight in order to build a great website. Grab lots of insights and ideas from this experienced panel.

C102: Digital Literacy & Coding Program Models

Steven Deolus, Technology Training Program Coordinator, TechConnect (Technology Training Program Department), The New York Public Library

This session looks at how one library created a technology class and programming model that spans a 21-branch, 844-square-mile library system. It discusses mobile classrooms and how Chromebooks, MacBooks, tablets, and other equipment are used to create “classrooms” throughout the system. It shares how the library is focusing on members and programming for the community, for instance, the development of Spanish language, 50+ and immigrant/refugee programming. It looks at developing new programs and instructors using the 3D model from printer to pens, from tablets to coding, from core expertise to everyone. NYPL speakers discuss how coding is the new black! They discuss how to launch a coding program at your library, how to expand the age range of current coding programs, how to promote events related to your program to gain participants, how to get staff buy-in, how to educate staff, and how to create partnerships with some of the biggest names in the game. The NYPL Tech- Connect program will help you plan out all your needs to take your existing or non-existing coding programs further.

My note: one more proof that digital literacy is not “information literacy dressed in the new verbal cloth” of “digital literacy,” but entails way more topics, skills and knowledge. Information Literacy is a 1990s concept. Time to upgrade to 2016 concepts and recognize that digital literacy requires skills beyond handling information. Moreover, information today is way more complex then the skills being taught, since information from social media is more complex then information from news media and it entails technology skills, which one does not have to preside upon for handling news media

E104: From Textbook to Activism: Engaging Students in Social Issues They Care About

recent collaborative effort between a high school social studies teacher and a school librarian transformed a “same-old” unit on social movements in the 20th century into a dynamic study of effective social activism—and how students can become effective activists. Using both primary and secondary resources, students learned to analyze social issues, then to identify the type of activism that proved effective for those issues. Next, students selected social situations important to them, analyzed the changes they sought to effect, and determined a means of activism to effect that change in practical—and often surprising—ways. The project’s design and implementation is straightforward and replicable. This session provides concrete steps to follow, specific patterns for locating learning resources, and reproducible forms that educators can carry back to their own campuses.

B202: Managing Tech & Innovation

Sevec offers leaders at any level the opportunity to up their game by learning current management strategies for technology and innovation. Library leaders and constituents engage in the nearly constant interplay of enabling technology and innovations to explore a wealth of information and greater depth of data in the Information Age. A framework for managing this interplay is provided as well as an understanding of the dynamic lifecycle inherent in technological innovations and constituent demands. Williams provides an introduction to Wardley Value Chain Mapping, an innovative IT planning processes discussed by Simon Wardley on his blog Bits and Pieces. He shares specific examples of how this tool can be used by systems librarians, library administrators, and library IT decision makers.

This session provides an in-depth look at how to speak in social media. Each institution and organization’s social media accounts has a personality. How you say something is just as important as what you say and why you say it. Your voice on social media says a lot to your followers. If done well, your tone will help to attract and keep an audience. The wrong kind of voice will turn people away. Finding the right voice can be difficult and involves a lot of trial and error. Speakers provide tips for finding the right voice and presenting the best personality for your intended followers. Social media is no longer the “new kid on the block,” and the panel highlights the best ways to communicate content, being real, tone, and more. They showcase what kinds of tones can be used and how to find the “real voice” for your accounts, why those voices are (or are not) successful for those accounts; and how to make your chosen voice sustainable and consistent across your accounts.

Migrating to a new ILS system is not easy, and it is even more challenging when faced with a very tight deadline. Presenters share the recent experience of migrating from SirsiDynix Symphony to Alma within 5 months: what worked, what didn’t, lessons learned, and what to prepare in advance of the migration. They also share some insight about post migration work related to data cleanup, workflows review, etc. Zoby and Mathews share their development of the NIC micro-sites using Drupal, an open-source content management software, to create dynamic websites that make accessing material easy and user-friendly. Instead of having to download and shift through large PDF documents, users can access the content on easily searchable websites which can be edited by authorized users. See how the NIC Information Center is using these sites to help customers and the public access information in innovative ways.

Joel Wurl, Senior Program Officer, National Endowment for the Humanities

Discovering and deciphering guidelines for grant programs is a daunting and challenging process. This session provides an opportunity to directly hear from and ask questions about grant opportunities for digital libraries’ initiatives to program officers from different government and private funders. Following brief overviews of the relevant funding opportunities at their organizations, panelists discuss the kinds of projects that best fit their specific programs. Get suggestions on how to develop a competitive proposal and insights on the application and review process. Panelists consider themes and trends from the digital library projects that have received funding, such as digitization, open educational resources, linked data, crowdsourcing, open access publishing, emulation and virtualization, and data visualization. By bringing together representatives from different funders, this session offers a unique opportunity to connect directly with program officers and identify new opportunities and approaches for funding.

A301: Augmented Reality & Learning

10:45 a.m. – 11:30 a.m.

Ashley Todd-Diaz, Head, Special Collections & University Archives, Towson University

Just when you thought the battle of augmented reality (AR) was over with Pokémon GO, libraries across the nation have been exploring additional AR options in order to meet the needs of the mobile learners walking through their doors. With the use of free AR software, four individuals team up to become the ultimate masters of AR. Hear from a panel of closely networked professionals, each with a unique story of embedding AR into specific library services directed for higher education. These stories range from embedding AR with liaison departments to incorporating AR into information literacy sessions (both online and face-to-face).

A304: Multimodal Learning: From Textbooks to Playlists

Colleges, universities, and libraries are considering adding video making, or visual literacy, as a core skill. Preparing individuals for a highly visual communication landscape requires critical thinking to offset consumerism as well as multimodal learning and cognitive skills. Researching, creating, and sharing video playlists are important ways to create personalized learning pathways and promote continuous learning. Explore a number of case studies that demonstrate the positive learning outcomes of multimodal learning in academic and corporate settings and discover how to create playlists that can be annotated, edited, and shared across teams.

B304: Raspberry Pi

Raspberry Pi is an inexpensive computing tool that is ideal for new projects within libraries. It’s a powerful single board computer that plays high-definition video, yet it’s only the size of a credit card. The Raspberry Pi 3 was released in February of 2016, and the built-in networking options make it an exciting fit for library applications. Learn how Raspberry Pi can be used as a people counter, a dedicated OPAC, a social media tool, and more.

D302: Upping Our “Gamification”: Speaking Millennials’ Language

11:45 a.m. – 12:30 p.m.

David Folmar, Emerging Technology Librarian, Main Branch, Richmond Public Library Author, Game It Up! Using Gamification to Incentivize Your Library

Be tech-smart and culture-savvy by using game-design thinking and gaming activities to connect with current users in a fun way and draw in new ones. Hear from a library communicator who literally wrote the book on this topic. Online games are incredibly popular; libraries, book apps, and learning institutions are leveraging this to bring in new audiences and engage with existing ones in new ways. Why are they doing this, what is the benefit, and how do you make it work to promote your library? Get the answers here!

D303: Library Story in Video

Video is a powerful, emotional storytelling medium that plays well in social media, and its use is still fast-growing. Video can spread your library’s story, and you can do it without hiring an expensive pro. A tech-savvy info pro shares basic video facts, along with her favorite tools, tips, and techniques that almost anyone can use for creating short, compelling videos to promote library services, staffers, and resources.

My note: my mouth ran dry to repeat this to the SCSU library. In vain. 1. make a low-cost social-media type of movie of 30 sec each week/month. 2. post on a prominent place on the library web page. 3. Have web form harvest info from patrons on the issu[s] reflected in the video 4. mirror video on the social media 5. aim as ultimate goal patrons (students, faculty, staff) furbishing the video footage instead of library staff
Why is it soooo difficult to comprehend?

E302: Zero to Maker: Invention Literacy & Mobile Memory Lab

Invention literacy is not just about understanding how a thing is made or how it works; it is also the ability to use that knowledge to bring one’s own ideas into reality. China gives examples of how one public library is empowering children, teens, and adults to become “invention-literate” through its maker programming. Find out how a combination of high- and low-tech equipment, safe and accessible learning environments, and a unique community partnership is nurturing invention, creative confidence, innovation, and entrepreneurship. Sparked by the CIL 2016 Hawkins and Mears talk about personal digital archiving and the DCPL Memory Lab, Dearborn shares her library’s inexpensive journey to create a mobile memory lab program. She discusses the acquisition of equipment and technology, the demo classes, lesson plans about personal archiving, outreach to other community organizations, and providing classes on related topics, such as saving and uploading images, backing up files and using cloud storage, writing and self-publishing memoirs, conducting oral interviews with veterans and other family memories, coding and saving memories on a website, etc. Future plans include digitizing local history documents, a community website with links to these documents, as well as to our patrons’ digitized images, videos, interviews and memoirs.